ROCKFORD — The days of memorizing the dates of Civil War battles and the names of generals are long gone.

Memorization doesn’t help students think critically nor does it allow students to truly understand how Americans felt about fighting for equality. It doesn’t allow them to dig into deeper issues like racial justice or what it means to die for the Stars and Stripes.

The Battle of Gettysburg is no exception.

Teachers agree it’s essential to educate others about the turning point of the war, but now they focus their lesson plans on the long-term effects. See what it’s like to be a student in today’s classroom as local teachers explain this infamous battle:

Kristina Church, Jefferson High School, Rockford

Church uses a map to help students understand the significance of the Battle of Gettysburg.

The US history teacher has her students locate each battle, not to study the combat but to show the tide of the Civil War. Doing so dispels the common misconception that the North was always winning.

Church said she also emphasizes the words President Abraham Lincoln chose for the Gettysburg Address. Students are asked to find the part they believe is most important and explain why.

“It leads us into a discussion of what we’re fighting for and why does it matter today. We end up talking about it throughout US history,” she said.

James Winker, Freeport High School

How do you spark students’ interest on the Battle of Gettysburg? Show letters, play music and watch a film to illustrate life in the Civil War.

“Students do appreciate the gravity of it, the size of it and the fact that it went on for three days,” Winker said.

Students hear and read firsthand accounts from residents about how the nation’s split affected everyone. The young adults understand why soldiers on both sides were willing to die.

“It was all for cause. It was obviously a war that had a high moral purpose ultimately,” Winker said.

Sean Norton, Belvidere North High School

The Gettysburg Address focuses on the importance of equality and participating in democracy — a timeless theme used in many speeches throughout history.

Norton asks his students to interpret President Abraham Lincoln’s powerful words and determine why they were referenced in Martin Luther King Jr.’s “I Have A Dream” speech. It’s about judging how far Americans have come and whether enough progress has been made.

He ties current events to themes established generations ago.

“I’m not trying to change what you think. I’m trying to change how you think,” Norton said.